CLASSROOM
3.2 Teacher Strategies in Teaching Literary Works
In the teaching process, teachers are not only required to convey subject matter but must be able to actualize their strategic role to shape students' character through understanding literary works and the values contained in the material. Teaching literary works can become motivating and interesting when appropriate teaching strategies are employed by the teacher in the classroom [11]. The strategies of teaching literary works are very important because it contains a comprehensive plan to present language subject matter regularly. The application of a method in language learning is carried out through regular and gradual steps, starting from the preparation of teaching plans, presentation of teaching, teaching and learning processes, and assessment of learning outcomes to achieve the objectives of teaching more effective literary works and on target. The strategies can be applied based on the language model by Carter and Long (1991), which comprises of paraphrastic approach, stylistic approach, and language-based approach. It integrates language and literature as a source to improve students’ language proficiency while learning the language [8].
1st International Conference on English Language Teaching ISSN: 2962-1445 29-30 June 2022
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The paraphrastic approach primarily consists of paraphrasing and rewording the text to a simpler language or using other languages to translate it [9]. The core concept of this approach is to focus merely on the meaning and re-writing of the information found within the text in a much simpler [2]. The paraphrastic approach consists mostly of paraphrasing and rewording the content in a simpler language or translating it into another language. To make the original material easier to grasp, teachers employ simple vocabulary or less complicated sentence structure. In the narrative text material contained in the short story genre, it has been listed in the Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 69 of 2013 concerning the Framework for Basic and Structure of the SMA/MA Curriculum in subjects where there are basic competencies related to short stories, namely: understanding the structure and rules of short stories; comparing texts to short stories;
analyzing short story texts; evaluating short story texts; interpreting texts meaning short stories;
producing short stories; editing short stories; abstracting short stories, and converting short stories [13].
The EFL teachers are tasked with allowing students to develop their appreciation skills and helping provide a conducive environment and atmosphere, for example, by providing literary reading materials and encouraging students to enjoy reading.
“First, I explained the generic structure and grammar utilized in the given narrative text, which we read together. Then I use the paraphrastic strategy with students to help them comprehend the plot by translating the readings into groups that will be discussed with other groups.”
(Teacher 1)
The teacher uses this strategy to make it easier for students to understand the content of the story.
Besides, student-centered roles are involved in the learning process. The researcher observed that the teacher had carried out the procedures for the activities in the teaching of literary works in these short stories and had achieved the learning objectives. Dramatic and literary works are also used in paraphrastic strategies. The teacher assigns students in the form of groups to find or make drama scripts with their creativity using English.
"The application of the narrative text will be made into a practical assessment, where students perform dramas in class in groups. Students are free to choose stories such as folklore, fairy tales, fantasy, and others. Before the performance starts, I help sort out the appropriate text scripts and storylines. After that, students will make dialogues from narrative texts that have been chosen creatively but still within the context and storyline. When making dialogues, students are allowed to make Indonesian texts and then translate them into English for discussion together. I implement group discussions so that all students are active and can express their opinions on the roles that will be played in the drama. " (Teacher 2)
3.2.2 Stylistics
Stylistics is the study of linguistic features in works of literature [17]. It may be the best strategy for learning a foreign language through a stylistic method since it provides a close look at the target language. Using imagination while reading poetry triggers creative thinking on the part of the students, and this ascertains the significance of employing stylistic methods for students who are meant to be imaginative, creative, and independent interpreters of poetry [17].
“Students are directed to read the previous poem before analyzing the sentence. After students absorb the reading, they will think about the message or reading content implied in the poem.
Because every student has almost the same opinion and sometimes even differs when interpreting the meaning of the poem that is being read, students' imaginations will be stimulated in this section.” (Teacher 2)
Based on the basic competencies contained in poetry learning in grade eleven, students interpret social functions, text structures, and linguistic elements of special texts in the form of poems, spoken and written, by giving and asking for information related to adolescent life, according to the context of their use. They will learn to link a piece of literary writing to their own experience with language, so expanding their knowledge.
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"Not only reading but students are also asked to analyze the diction and rhyme contained in the elements of poetry." In addition, there is a difficult vocabulary because students are taught to create literary works whose language is different from everyday language. Therefore, students also translate, memorize, and interpret the vocabulary. Then I also ask students to analyze what grammar is being used in the poem. For example, when students use the present tense, they know when to use this sentence. " (Teacher 2)
3.2.3 Language-Based Based Approach
The language-based approach helps students pay attention to the way language is used when studying literature by providing instruction to students in class [6] [9]. The language-based approach is not a conventional method used in teaching literature in the classroom [5]. By incorporating it into literature classes, the text becomes an interesting piece of work to be analyzed, as the approach allows students to go one step further in analyzing its content. In addition, in process-based teaching, a close reading of the literary work is a must because it needs familiarization with the text's structure to grasp the meaning [7]. Students should be encouraged to get acquainted with literary works, make direct contact with them, and engage in dialogue with them by reading and enjoying them.
“I also use a language-based approach strategy in drama texts, namely when reading dialogues in drama scripts. Students know the sentences that refer to the use of expressions so that they can make interpretations and take meaning from the texts they make.” (Teacher 1)
This literary teaching strategy serves to build language skills so that it has the benefit of creating students' awareness of the essence of literary works.
"….. by using drama, students have a better understanding and enthusiasm for literary works.
They are happy with this learning so that it creates a fun learning environment in the classroom.
Not only they learn the text or characterizations from their assignments, but they also observe and understand of performances from other groups. So every time the staging session is over, the group that performs will ask other groups about the message or moral value that has been obtained.” (Teacher 1)
This strategy is also applied to learning poetry in the eleventh grade. Based on the students' challenges in understanding the poetry texts that have been read, the teacher asks students to discuss in groups which students are selected based on their characteristics and abilities in studying poetry. This activity is in the form of students' retelling with interpretations in the form of short stories or summaries of what they have understood. After the teacher takes this approach, students can work well together and answer the questions posed by the teacher.
"I have a treatment when the students still don't understand because they feel that they are learning on their own. Then, I form them into several groups and I adjust the grouping according to the student's character. In this section, active and passive students must be combined. Hence, students who are passive or do not understand will be directed by their friends to think critically and learn together. Just like studying poetry, those who have limited understanding to make meaning from the contents of the poem will understand because it is retold in the form of a short story or summary.” (Teacher 2)
4 CONCLUSIONS
Some students have challenges in understanding the literary works (short stories, dramas, and poetry) that are studied, such as a lack of interest in reading and they do not have a great appreciation of the learning process. This is found when the teacher asks students questions such as the social function and generic structure of the text that has been read by students. This challenge involves English teachers who sometimes explain literary works only based on the theory in the book because they have limited time to practice examples directly with students. However, the teacher has a strategy for teaching literary works that include paraphrastic, stylistic, and language-based approaches. The literature teaching strategy is very important because it contains a comprehensive plan to present language course material regularly. EFL teachers are tasked with enabling students to develop their appreciation skills and helping to provide a conducive environment and atmosphere, for example, by providing
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literary reading materials and encouraging students to enjoy reading. The researcher observed that the teacher had carried out the procedures for activities based on the basic competencies in the lesson plan so that the learning of literary works had achieved the learning objectives. With the strategy that has been implemented, students are more motivated to learn English through a literary work strategy approach as a learning goal.
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